Science Education Terminology

Constructivist learning
The key notion in this new "constructivist theory" is that people
learn best by actively constructing their own understanding. This means that a student has learned a concept
in such a way as to build it into his or her own world picture; the student
must actively work for this to occur. Science is not just
a big collection of facts to memorize - active learning leads to understanding
students can retain.

Control of
Variables teaching strategy Direct instruction using the Control of Variables
Strategy (CVS), rather than discovery learning, may be the best way to teach young children about science.
For children to become scientific thinkers, somewhere along the way they must obtain a set of skills for comparison and solid logic that allows them
to recognize potentially important experimental results. CVS is not something that most children acquire
naturally, even if they have a lot of exposure to discovery learning experiences. Instead, CVS is a cognitive
process skill that must be taught.

Multiple Intelligences
Howard Gardner's proposed set of eight "intelligences"
or "ways to be smart" or "learning styles" which include verbal-linguistic,
logical-mathematical, visual-spatial, musical, bodily-kinesthetic,
interpersonal, intrapersonal, and naturalist. The first two are what I.Q. tests measure.

Concept mapping
A learning theory-based instructional tool that serves to clarify links between
new and old knowledge and force the learner to externalize those links in a
visual display that tends to be more easily remembered (cf. mind
mapping). Lots of different computer software programs have been
developed for concept mapping.

Learning-cycle
The Learning Cycle is a student-centered teaching method developed from
Piagetís learning theory. It has been used at all grade levels and can be
adapted to virtually any science topic. The Learning Cycle has three stages -
exploration, concept introduction, and concept application - that usually
comprise several days of instructional time. V5 E's (engage, explore,
explain, extend, evaluate)

Collaborative learning
A teaching method where students work
together - in science students may be presented with
a problem and then collectively gather, share, and interpret data in small
groups and then individually write up results. Active exchange of ideas can
promote critical thinking. Currently applied mostly at primary and
secondary levels - little empirical evidence for effectiveness at college level.

Think-pair-share
Classroom method that allows everyone to be engaged in discussion by allowing
students to first individually think about a question or topic, then pair
up with a student sitting next to them to discuss their ideas, followed by class
wide discussion to share results.

Divergent vs convergent questioning
Divergent
questions, for example "What do you see in this picture", are
open-ended, may have no wrong answers, and tend to stimulate discussion.
Convergent questions, for example "What is the chemical composition of
quartz?", tend to intimidate students and stifle discussion, because the
students can see that there is only one right answer and many wrong ones.

The Scientific
Method Traditionally stated as: 1) State the hypotheses 2) Design the
experiment to test the hypotheses 3) Collect the data 4) Analyze the data and 5)
Draw the conclusions. Only educators and science textbooks require students to
memorize THE scientific method and formally state hypotheses. Much of scientific
work is collecting, observing, and measuring not experimenting. Experiments
rarely provide final evidence or definitive answers to questions asked during
original research as the traditional method suggests. Scientists and researchers
acknowledge that the "formal" definition of the scientific method is
questionable and restrictive. There are numerous methods to science with many
external influences to these methods. Luck, guesses, and even dreams can be
components of scientific methodology.

Scientific
Thinking Scientific thinking is primarily a form of inductive
thought in which observations of the world are made and general principles
are derived from the observations. This is opposed to deductive
thought in which the observations of the world are made to fit preconceived,
but flexible, ideas. Deduction is used in science, but induction takes the
prominent role. Also involved in scientific thinking are the processes by which
observations are made, the attitudes of those gathering the information, and
problem solving skills.

Curriculum
An operational plan for instruction that details what students need to know, how
students are to achieve the identified curricular goals, what teachers are to do
to help students develop that knowledge, and the context in which learning and
teaching occur (NCTM). A curriculum establishes a clear overall framework
in which components of conceptual development are satisfied: connectedness among
concepts, connectedness to prior knowledge, and usefulness.

Assessment
Assessment provides criteria to judge progress of students, teachers, and
programs. It serves as a primary feedback mechanism to evaluate
student learning, attitudes and performance. Teachers and administrators use
assessment data to plan curricula. Assessments conducted by district,
state, or national authorities are used to formulate, monitor, and enforce
public policy; as well as to demonstrate accountability. Design and execution of
exemplary assessment practices is an essential aspect of educational reform. Teachers have little time to conduct careful assessments of student learning,
lack instruments for assessing richly connected learnings and higher-order
thinking skills, and rarely have opportunities to compare their experiences with
others who teach the same concepts and skills (Benchmarks)

Full Option Science System (FOSS)
Elementary school science program developed at the Lawrence Hall of Science and
adopted by San Diego City Schools. Designed to combine the content of science
with the process of science to meet two main goals: scientific literacy for
students and instructional efficiency for teachers. The system is organized
under the four main topic headings of: Life Science, Earth Science, Physical
Science and Science Research and Technology. There are sixteen modules for
grades 3-6 designed so each grade uses four modules a year. By doing this they
are able to explore a few concepts in depth through hands-on experiments that
integrate interactive multi-media.

Lawson, A., Abrahamn, M., and Renner, J., 1989, A theory of instruction:
Using the learning cycle to teach science concepts and teaching skills: NARST
Monograph Number One: National Association for Research in Science Teaching,
79p.